‘I’m good, but not that good’: digitally-skilled young people’s identity in computing

Computers and information technology are fast becoming a part of young people’s everyday life. However, there remains a difference between the majority who can use computers and the minority who are computer scientists or professionals. Drawing on 32 semi-structured interviews with digitally-skilled young people (aged 13-19), we explore their views and aspirations in computing, with a focus on the identities and discourses that these youngsters articulate in relation to this field. Our findings suggest that, even among digitally-skilled young people, traditional identities of computing as people who are clever but antisocial still prevail, which can be unattractive for youths, especially girls. Digitally-skilled youths identify with computing in different ways and for different reasons. Most enjoy doing computing but few aspired to being a computer person. Implications of our findings for computing education are discussed, especially the continued need to broaden identities in computing, even for the digitally-skilled

Technical boys and creative girls: the career aspirations of digitally-skilled youths

Digital technology is increasingly central to our lives, particularly among young people. However, there remains a concern from government and businesses of a digital skills gap because many youths, especially girls, tend to be consumers rather than creators of technology. Drawing on 32 semi-structured interviews with digitally-skilled teenagers (aged 13-19), we investigate their digital career aspirations and examine how identities and discourses of gender can interact with the type of digital careers that are of interest to these youths. While we found digitally-skilled young people still articulate traditional gendered discourses of digital competence, especially around technical abilities, we highlight the growing importance of creativity as a career pathway into digital technology. Implications of the findings are discussed in relation to the new computing curriculum in England, which prioritises technical computing skills, and the discontinuation of Information and Communications Technology (ICT), which facilitates a broader usage of software and digital productivity

Developing the next generation of diverse computer scientists: the need for enhanced, intersectional computing identity theory

This theoretical paper explores the need for enhanced, intersectional computing identity theory for the purpose of developing a diverse group of computer scientists for the future. Greater theoretical understanding of the identity formation process specifically for computing is needed in order to understand how students come to understand themselves as computer scientists. To ensure that the next generation of computer scientists is diverse, this paper presents a case for examining identity development intersectionally, understanding the ways in which women and underrepresented students may have difficulty identifying as computer scientists and be systematically oppressed in their pursuit of computer science careers. Through a review of the available scholarship, this paper suggests that creating greater theoretical understanding of the computing identity development process will inform the way in which educational stakeholders consider computer science practices and policies

Using social cognitive career theory to understand why students choose to study computer science

The aim of this research is to use Social Cognitive Career Theory (SCCT) to identify and understand reasons why students choose to study Computer Science (CS) at university. SCCT focuses on students’ prior experience, social support, self-efficacy and outcome expectation. The research is part motivated by the desire to increase female participation rates in CS, particularly in the UK. Policymakers can use the factors that both females and males identify as influencing their choice of studying CS to enhance the experiences of all students prior to coming to university, but female students in particular. The study uses a semi-structured interview with 17 mixed gender subjects currently studying CS at three Scottish universities. The findings are that social support from family, teachers, friends and mentors is a particularly important factor in choosing to study CS, especially for female subjects. The career paths offered by a CS degree is another major factor, not just the potential jobs, but also the general value of a CS education and the potential to make useful contributions to society. School education appeared to have limited influence, though exposure to problem solving, programming, online self-learning and internships are positive influences. The stereotypical view of CS students as ‘geeks’ is outdated and unhelpful – it is more appropriate to see them as ‘analytical’ or ‘over-achievers’. Subjects make many suggestions for improving the CS education provided at school, especially to make it more attractive to females, including: make it compulsory, teach it earlier, include more programming and problem solving, and increase the visibility of female exemplars and role models

Motivación y autoeficacia en mujeres que estudian carreras de perfil informático

This paper presents a motivational methodology to increase the participation of women in programming contests. The impact of this methodology is show in different activities developed by the students participating of these contests, in a research group of a public institution and between students of a private university. The work systematics turns out the selfefficacy of the woman in a area where the male prejudice still prevails.Este artículo presenta uma metodología motivacional para incrementar la participación de mujeres en competiciones de programación. Se muestra el impacto de las diferentes actividades en estudiantes que participan en concursos de programación, tanto en un grupo de investigación de una institución pública como en alumnos de una institución privada. El trabajo sistemático evidencia como puede ser trabajada la autoeficacia de las mujeres en una área donde impera el preconcepto de dominio varonil.Sociedad Argentina de Informática e Investigación Operativa (SADIO

Gender Differences in College Students’ Perceptions of Technology-Related Jobs in Computer Science

Demand for computer technology (CT) professionals continues to rise, yet the supply of related majors is insufficient to meet demand. As with science, engineering, and mathematics (technology’s STEM field siblings), women’s participation in CT fields is abysmally low. While there are many junctures in the “leaky pipeline” for women and STEM careers, college is one of the important pathways to recruit women into CT fields. Wigfield and Eccles’ (2000) expectancy-value theory of achievement motivation provides a valuable framework for examining factors that impact women’s decisions to pursue CT majors, but no validated survey instruments exist for doing so. A questionnaire (Value, Interests, and Expectations for Success, or VIES) was developed to measure college students’ perceptions of CT fields. The VIES was administered to 184 college students at a large public research university in the Midwestern United States. The VIES was found to be valid and reliable, and statistically significant differences were found between males and females on all of the VIES subscales. Female students placed less value on and had lower expectations for success in CT fields. They also had lower personal interest in pursuing advanced studies in CT, and value was the most predictive factor in explaining interest in pursuing a CT degree

The Gender Gap In Technical Communication: How Women Challenge The Predominant Objectivist Paradigm

Women are currently underrepresented in the Science, Technology, Engineering, and Mathematics (STEM) fields. The purpose of this thesis is to explore how this underrepresentation translates to a gender gap in the field of technical communication and how this gap causes women to challenge the predominant objectivist paradigm in the field. Through an investigation of peer-reviewed journal articles, periodicals, critical theory, and articles published in online magazines such as Slate, I identify the gendered nature of modern technology and discuss to what extent a shift in the predominant paradigm has occurred in the professional arena. In looking at several theoretical approaches and contemporary examples, I conclude that a significant paradigm shift has not in fact occurred due to an underlying, culturally promoted sexism. Additionally, I conclude that neither new approaches in the technical communication classroom, nor attempts to increasingly include women in the technological fields will result in a significant paradigm change by themselves. I also point to a need for further meaningful research in how sexism influences the professional world as well as a more thorough conversation regarding a fundamental shift in workplace relations between the genders

Understanding STEM career choices: a systematic mapping

STEM disciplines are considered essential for human development, and they are associated with low unemployment rates and good economic prospects. However, many countries are faced with the problem of too few STEM graduates, which raises the question of why more students do not choose STEM majors. This study presents a systematic mapping of studies published prior to 2021 in Web of Science or Scopus in order to examine the research trends on the factors that cause students to choose a career in Computer Science, or more generically, in the STEM fields. These factors have been identified and classified in 3 categories: Environmental factors, Social influencers and Personal factors. The categories are made up of 4 levels of subcategories. We analyzed (1) the countries in which the study was conducted, (2) the characteristics of the study and (3) the frameworks used. The results show that the bulk of the studies were conducted in developed countries, mainly in North America and Europe. The frameworks most commonly used in the studies are Expectancy-Value Theory and Social Cognitive Career Theory, and consequently, the most commonly studied factors for STEM degrees are those related to personal psychological factors. For Computer Science degrees, the most frequently studied factor is career prospects. On the other hand, a small number of studies on the impact of social media on the choice of studies in the technology field were detected. Among the studies analyzed, there is great interest in determining the factors that specifically affect women and the differences between men and women, especially in studies dealing with the Computer Sciences. Furthermore, there are few studies that analyze the effect of informal educational experiences among women. Given that this kind of experiences has become very popular in recent years among women, future research should analyze their impact on the choice of STEM studies. Taking into account the current relevance of the social media, additional research on their impact on the choice of studies should be conducted. It would also be necessary to analyze the situation in underdeveloped countries, especially among women, given that this field is currently a driver of economic development.Peer ReviewedPostprint (published version

Widening the Pipeline: Identifying Practices and Structures That Effectively Recruit and Retain African-American Females in Undergraduate Computer Science Programs at Historically Black Colleges and Universities

The underrepresentation of women and women of color in the disciplines of science, technology, engineering, and mathematics (STEM) is of little surprise to those of us who have kept abreast of the statistical data supporting this phenomenon. In order for the United States (U.S.) to remain “economically and globally competitive” (Ong, 2011, p. 32), it needs to increase its “advanced domestic science and technology workforce” (Ong, 2011, p.32). Perhaps, it is not a coincidence that the majority of students attending U.S. colleges are female, and the number of minority students entering college is on the rise. However, when one looks at the number of women of color entering college and the number of whom are pursuing a STEM degree, there is a significant decrease. Furthermore, the pipeline is even narrower for women pursuing computer science (CS) degrees. This exploratory qualitative study was focused on one historically Black university located in the southeast region of the U.S. This study utilized a grounded theory qualitative inquiry approach to identify practices and strategies utilized by the historically Black colleges and universities (HBCU) to effectively recruit and retain undergraduate African-American women in its CS program. The findings suggest the importance of K-12 experiences, supportive relationships among students and faculty, industry partnerships, and relevant and challenging experiences

Perspectives and experiences of gender inclusion for STEM programs through an intersectional lens

Background: STEM is becoming increasingly important in determining a country's economic and social progress. Despite decades of research and advocacy, women remain underrepresented in STEM education and professions. Such STEM gender gaps, with certain regional and subject differentiations, nevertheless remain as global issues further exacerbated by the COVID-19 pandemic. Informal educational initiatives on GIFSTEM (gender inclusion for STEM) emerged as part of the solution. In recent years, they also have attracted increasing partnership and investment interests from the public and private sectors. However, relatively little evidence exists to demonstrate how the impacts of GIFSTEM initiatives are experienced by different participants, particularly those outside the US. There are also increasing questions about the monolithic framing of gender in these programs. Research Design: This research evaluates the experiences of learners and project leaders of GIFSTEM organizations in a range of geographical settings through an intersectional lens. In this qualitative study, data is collected through 13 individual online semi-structured interviews. Participants represent two groups, those who are learners (both past and present), and those who are project organizers and leaders of different GIFSTEM organizations. Findings: Data from interviews show that learners find GIFSTEM programs helpful in three ways: community, networking-mentoring, as well as a broadened understanding of possible paths in STEM education and professions. Depending on their intersectional identities, learners also experience two barriers, heightened visibility and feelings of exclusion due to identity metrics other than gender, that make them feel uncertain about remaining in STEM. Furthermore, learner participants feel that GIFSTEM programs do little, sometimes even the opposite, in mitigating these issues. Project leader interviews demonstrate that, depending on the specific programming goals, different numerical metrics are used, in combination with qualitative data from individual participations, for impact measurements of their affiliated GIFSTEM organization. Project leaders also have to make a series of pragmatic considerations in the process of developing and implementing a sustainable GIFSTEM organization. For instance, decisions regarding target learner demographics, program contextualization, and navigating relationships with commercial partners. In the end, individual GIFSTEM organizations must make strategic and difficult decisions depending on their operational contexts to reach their respective end goals. Acronyms: GIFSTEM: gender inclusion for STEM GIFT: gender inclusion for Tech (a specific subset of GIFSTEM initiatives) CS: Computer Science EE: Electrical Engineering FAANG: An acronym describing five prominent American technology companies: Facebook(Meta), Amazon, Apple, Netflix, and Google (Hobbs, 2022)